Our Spanish Adventure

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Overview

Subject: Modern Foreign Languages (Spanish)
Year Group: Year 4
Duration: 45 minutes
Curriculum Focus: National Curriculum for England - KS2 Modern Foreign Languages
Target Topic: Basic greetings, introductions, and numbers 1-10 in Spanish
Skill Level: Beginner
Language Skills: Listening, speaking, and cultural awareness

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Objectives

By the end of this lesson, students will:

1. Be able to say basic Spanish greetings and introduce themselves.
2. Recognise and count numbers from 1 to 10 in Spanish.
3. Develop confidence in speaking Spanish through paired activities.
4. Gain a sense of cultural connection through an exploration of how these expressions are used in Spain.

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Resources Needed

• Flashcards with Spanish greetings and numbers
• Mini whiteboards and markers (for individual practice)
• A toy stuffed animal (used as a classroom "mascot") for the greeting activity
• Printed worksheets for a "find-the-number" game
• A Spanish song for audio practice ("Uno, dos, tres" counting song)

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Lesson Structure

1. Welcome Routine & Lesson Setup (5 mins)

• Activity: Begin the class with a warm “¡Hola, clase!” and explain that today’s lesson is an exciting “Spanish adventure.”
• Introduce the class mascot (e.g., a stuffed dog named “Pepito”). Tell students Pepito will join them as they learn new Spanish words.
• Briefly outline the objectives in child-friendly language:
  • "We’ll say hello in Spanish, count to 10, and learn how to introduce ourselves like Spanish-speaking kids do!"

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2. Starter Activity: Spanish Greetings Challenge (10 mins)

Purpose: Introduce core vocabulary for greetings in an engaging way.

• Write these words on the board:
  • ¡Hola! (Hello)
  • ¿Cómo estás? (How are you?)
  • Muy bien (Very good)
  • ¡Adiós! (Goodbye)

Steps:

1. Pronounce each greeting and have students repeat, focusing on correct accentuation.
2. Introduce Pepito and have Pepito “ask” students questions in Spanish (e.g., "¡Hola! ¿Cómo estás?"). Encourage confident responses.
3. OPTIONAL FUN: Add actions for each phrase. For example: wave when saying “¡Hola!” and blow a kiss when saying “¡Adiós!”

Variation: Pair students. One is “Pepito,” and the other responds. Rotate roles quickly.

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3. Main Activity: Counting Adventure (15 mins)

Key Concept: Numbers 1-10 in Spanish.

1. Introduction of Numbers (5 mins):

   • Use flashcards with numbers (1-10) and their Spanish names:
     1: uno, 2: dos, 3: tres, 4: cuatro, 5: cinco, 6: seis, 7: siete, 8: ocho, 9: nueve, and 10: diez.
   • Teach pronunciation, encouraging the class to repeat after each number in small chunks (1-3, 4-6, 7-10).

2. Interactive Pair Activity (5 mins):

   • Give each student pair a mini whiteboard. One partner says a number in Spanish while the other writes it on their board. E.g.: Partner 1 says, "cuatro," Partner 2 writes "4."
   • Switch roles every two numbers to keep engagement high. Provide gentle corrective feedback.

3. Song Practice (5 mins):

   • Play a simple Spanish counting song to reinforce learning (e.g., a slowed-down version of “Uno, dos, tres”). Encourage clapping or counting along.

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4. Practical Application: Putting It All Together (10 mins)

Role Play - Personal Introductions in Spanish

• Context: “You’re new to a school in Spain, and you need to introduce yourself to a new friend!”

Steps:

1. Display a model dialogue on the board:
   A: ¡Hola! ¿Cómo te llamas?
   B: ¡Hola! Me llamo _____. ¿Y tú?
   A: Me llamo _____. ¡Mucho gusto!

2. Explain that “¿Cómo te llamas?” means “What’s your name?” and "Me llamo..." means "My name is…"

3. Pair students and have them practise the dialogue using their real names. Encourage them to use the greetings from earlier too (e.g., “¡Hola!” and "¡Adiós!")

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5. Plenary/Reflection & Wrap-Up (5 mins)

• Conduct a rapid “exit ticket” exercise:
  • Ask individual students, “¿Cómo te llamas?” or “¿Cuántos dedos hay?” (holding up fingers). This checks learning.
• Celebrate their efforts with class-wide applause and some Spanish cheers, e.g., “¡Olé!”

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Differentiation

Support:

• Pair less confident students with stronger peers for the paired activities.
• Use visuals and gestures to reinforce understanding throughout the session.
• Provide extra scaffolding for pronunciation—repeat slower for learners who may need help.

Challenge:

• Encourage faster learners to count higher in Spanish or ask follow-up questions like "¿Cuántos años tienes?" (How old are you?).
• Let them switch partners more often during role plays for additional practice.

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Assessment

Formative assessment during activities:

1. Observe & listen to student contributions in pair work and role plays.
2. Note pronunciation accuracy and confidence levels.
3. Use the plenary for final checks of understanding.

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Extension/Homework Idea

Create a "Spanish Passport" worksheet where students write down the Spanish greetings, numbers, and a short self-introduction ("Me llamo…") they learned. Then decorate it with flags of Spanish-speaking countries!

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Teacher Reflection Post-Lesson:

How well did students engage with the pair activities? Were routines like the mascot effective in boosting participation? Consider adjustments for pacing or future integration of Spanish cultural elements.